NEW & UPDATEDUpdated to meet the needs of today’s teens, Teen Health & Wellness provides middle and high school students with nonjudgmental, straightforward curricular, and self-help support. Topics covered include diseases, drugs, alcohol, nutrition, mental health, suicide, bullying, online safety, skills for school, work, and life, and more. Content is closely aligned to state-based curriculum standards for health, physical education, science, and language arts, as well as to national standards

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Correlations to the NEW Montana Health Enhancement Standards.

UPDATES YOU’LL LOVE More Relevant Than EverArticles updated for 2016, with new content on gender identity, stalking, and human trafficking.Easy On The EyesNew, modern homepage invites exploration. Redesigned article pages enhance readability while delivering our standard-setting, high-quality content.For Teens, By TeensDigital storytelling opportunities for teens, including personal stories and video PSAs. Teens can provide a soundtrack to their videos with our new royalty-free music library!Features That Make it PersonalDr. Jan’s Corner, a dynamic Q&A page, provides professional answers to questions posed by real teens. Use calculators to get personalized info on Blood Alcohol Content, BMI, and budgeting - now compatible with any device.All Learners Read and SucceedInstantly translate into 100 languages including Spanish, French, and Mandarin. With updated text-to-speech, readers can select: male/female voice, 3 speeds, highlighting by word/sentence/both, text color, and download articles as audio files!Take Us With YouConsistent user experience across computers, tablets, and mobile devices. Our free, newly designed Teen Hotlines app is available for iOS, Android, and Kindle!Support When You Need ItA customizable hotlines page for 24/7 access to teen hotlines, helplines, and websites, as well as local community resources.

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29 East 21st Street • New York, NY 10010 • 877.381.6649 • teenhealthandwellness.com 1

PERSONAL STORY PROJECT

Sharing stories is a powerful way to connect with other people. By sharing their own personal stories, teens can connect with others who are dealing with the same challenges that they are. If a story is accepted for publication, it will be published online in Teen Health & Wellness. All published authors will also receive a certificate of achievement from Rosen Publishing and a monetary gift.

GETTING STARTED

What have you had to deal with or overcome? Write from your personal experiences. Here are some ideas to get you started:

• Identify a situation or challenge that changed your life.

• What was it like and how did it make you feel?

• How did you deal with the problem or find a way to live with it?

• What did you learn about yourself and those around you?

• What advice do you have for anther teen going through the same thing?

GUIDELINES• Suggested story length: 250-1,000 words.

• You must be 13-19 years old to be published. Authors will be identified by first name only –– unless you request anonymity.

• Choose your words wisely. We can’t publish slurs or profanity.

• We can’t return submissions, so keep a copy for yourself.

• We need parent/guardian permission if you’re under 18. We’ll send you a form to include with your submission if it’s accepted. Just fill it out and send it back, even if you get published anonymously or under a pseudonym.

• Include the following originality statement at the end of each submission: “This will certify that the above work is completely original,” followed by your full name to affirm this is your work.

• Request anonymity. If you don’t want your name published, due to the personal nature of a piece, we will of course respect your request, but you still must include name and address information.

• Writing may be edited, and we reserve the right to publish our edited version without your prior approval.

• All works submitted become the property of Rosen Publishing and all copyrights are assigned to Rosen Publishing. We retain the non exclusive rights to publish all such works in any format.

29 East 21st Street • New York, NY 10010 • 877.381.6649 • teenhealthandwellness.com 2

PERSONAL STORY PROJECT

SUBMISSIONSSubmit your story here: http://www.teenhealthandwellness.com/page/main/SubmitStory.html. New personal stories are added to Teen Health & Wellness on an ongoing basis. You can send us a personal story at any time!

PUBLISHED STORIES: If an essay is selected for the database, teen writers will receive: 1) a certificate of achievement from Rosen Publishing notifying them of acceptance and 2) a $25 gift certificate to Barnes & Noble or Chapters.

SAMPLE STORY:Bullying – Brian’s Story

When I think of someone being bullied, I usually think of someone beating another person up or taking his or her lunch money. I know it sounds kind of corny, but that’s how I view a bully. At least I did before I was bullied. It all started the beginning of sophomore year, when slapping a kid in the face was considered “hilarious.” The joke lasted a week or two, but for one particular person it did not. It continued on for some time. It actually is still going on to this present day. Only it doesn’t stop with a single slap. It continues on with name-calling, taking my things and then breaking them, and even sexually harassing me when others aren’t around. I tell myself not to stoop to his level, because then I will be no better than him, but it continues. People laugh every now and then when he touches me or breaks something of mine.

Sometimes in bed I lay awake thinking, why? Why does he do this? Then one night it dawned on me. He does this because he is upset with his own life. The kid who bullies me is not too good looking and doesn’t have a lot of friends. I am pretty sure that he is even depressed from time to time because of this. I try not to make it seem like it is a big deal because I know it will only make matters worse and give him even more attention. So every time he hits me or calls me names I know it’s because he just wants attention, no matter whom he hurts in the process.

I’ve learned a lot over the past two years about bullies. Not just who they are or why they are bullies, but how to break the cycle. I hear about people being bullied, and then they become bullies because they feel they need to lash out at others to compensate for the fact that they feel inadequate. I, on the other hand, will not become a bully. I will break the chain and not hurt someone the way someone has hurt me. Hopefully by doing this I will have made a difference and let one kid live a non-tormented life.

—Brian

You can view more stories on a wide range of topics such as: being adopted, coming out, cerebral palsy, when a friend has a drug or alcohol problem, and more. Find them in the Teen Health & Wellness Personal Story Archive here: http://www.teenhealthandwellness.com/static/personal_story_archive.

To learn more about TEEN HEALTH & WELLNESS visitwww.teenhealthandwellness.com

Digital LiteracyName: ___________________________________________

digitalliteracy.rosendigital.com

Film a Public Service Announcement!PSA checklist

________________________ PSA

by __________________

research sources

________________________________________________________________________

________________________________________________________________________

psa description

psa length

The PSA will last for ________________________________________________________

video hardware

Film PSA with _____________________________________________________________

editing software

Edit PSA with _____________________________________________________________

share psa on

________________________________________________________________________

________________________________________________________________________

additional notes:

write a short description here

1

LESSON PLAN:

Film a Public Service Announcement

digitalliteracy.rosendigital.com 1

How Can Digital Moviemaking Deliver a Message? Created by Michelle Luhtala, Library Department Chair at New Canaan High School, and online professional community facilitator at edWeb.net/emergingtechBlog: http://bibliotech.me

OVERVIEW: Students will create a public service announcement (PSA) that delivers an anti-bullying message.

TIME: This activity can be completed in 3–5 class periods (approximately 50 minutes long).

CURRICULAR CONNECTIONS: Core subjects (English, Social Studies); Career & Tech Ed; Health; Information & Communications Technology; Visual & Performing Arts.

GRADE LEVEL: 7th to 12th grade

PREREQUISITE SKILLS AND BACKGROUND: Students should have some previous experience doing research. Students should have experience working in collaborative groups. Students with digital movie-making and editing experience should be assigned leadership roles within groups.

DIFFERENTIATION:The True or False worksheet (Supplement 1) can be assigned to students ahead of time as independent work, or during class, either individually or to pairs of students, depending on student need. The groups should be heterogeneous, and should include a natural leader. Since students will evaluate one another’s collaborative efforts, it is a good idea to avoid grouping close friends together.If appropriate, class time can be dedicated to project planning and storyboarding.

MATERIALS: ፌ Rosen Digital’s Digital Literacy database

￮ Articles: Digital Moviemaking, All About Cyberbullying, Digital Etiquette, All About Social Networking

￮ Interactive Activity: Film a Public Service Announcement ፌ Computers

ፌ Smart Board, iPad, or other computer projection presentation device (optional if Teacher/Librarian wants to demonstrate worksheets and/or have one group worksheet)

ፌ Appropriate Assistive Technology for students with special needs (if applicable)

ፌ Supplement 1 - True or False worksheet

ፌ Supplement 2 - Film a Public Service Announcement interactive digital lesson

ፌ Supplement 3 - Antibullying PSA Assignment

ፌ Supplement 4 - Storyboard

ፌ Supplement 5 - Peer Review PSA Feedback

ፌ Supplement 6 - PSA Rubric

ፌ Supplement 7 - PSA Group Evaluation Rubric

LESSON PLAN: (CONT.)

Film a Public Service Announcement

digitalliteracy.rosendigital.com 2

ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

•  Digital moviemaking is a powerful medium.

•  Publishing movies requires strong ethical values, empathy, and responsibility.

•  Digital moviemaking is easy, cheap, and can beget extensive public exposure.

•  Digital moviemaking—even for the simplest projects—requires careful organization and planning.

•  What’s the big deal about digital moviemaking?

•  How can I get my message across?

•  How should I organize a big project that involves collaborators?

•  What are the risks with sharing movies online?

STANDARDS:

ISTE NETS for Students:

Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and pro-cesses using technology. Students: ￮ apply existing knowledge to generate new ideas, products, or processes.

￮ create original works as a means of personal or group expression.

Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ￮ interact, collaborate, and publish with peers, experts, or others employing a variety of digital envi-ronments and media.

￮ communicate information and ideas effectively to multiple audiences using a variety of media and formats.

￮ contribute to project teams to produce original works or solve problems.

Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.Students: ￮ plan strategies to guide inquiry.

￮ locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

￮ evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

3

LESSON PLAN (CONT.):

Film a Public Service Announcement

digitalliteracy.rosendigital.com 3

Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Students: ￮ plan and manage activities to develop a solution or complete a project.

Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.Students: ￮ advocate and practice safe, legal, and responsible use of information and technology.

￮ exhibit a positive attitude toward using technology that supports collaboration, learning, and produc-tivity.

￮ demonstrate personal responsibility for lifelong learning.

￮ exhibit leadership for digital citizenship.

Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students: ￮ understand and use technology systems.

￮ select and use applications effectively and productively.

￮ troubleshoot systems and applications.

￮ transfer current knowledge to learning of new technologies.

LESSON OBJECTIVES:

students will know that:

•  Creating effective PSA videos requires careful planning.

•  The intended message is not always the delivered message. Point of view alters inter-pretation. Empathy is essential when publishing content online.

•  It is essential to comply with copyright law and to respect intellectual property when collecting and re-using multimedia.

•  Just because information is available on the Web does not mean it is correct or re-usable.

students will be able to:

•  Answer questions about digital moviemaking.

•  Adhere to explicit intellectual property guidelines when creating original work.

•  Collaborate with classmates to achieve a common learning objective.

•  Complete the interactive Film a Public Service Announcement checklist

•  Outline a PSA in a storyboard.

•  Participate in planning, organization, creation, and presentation of a multimedia presentation.

LESSON PLAN: (CONT.)

Film a Public Service Announcement

digitalliteracy.rosendigital.com 4

ASSESSMENT EVIDENCE:

performance task:

￮ Film a PSA

other evidence:

•  True or False worksheet (Supplement 1)

•  Storyboard (Supplement 4)

•  Evaluating sample, and peer PSAs

•  Film a Public Service Announcement checklist

•  Peer Review PSA Feedback (Supplement 5)

PROCEDURE:

Initiation:

Define PSA for students. ￮ Short “in the public interest” messages

￮ Can be done very simply with a single actor reading or performing a message, or they can be elaborate, slickly produced messages with music, dramatic storylines, and sound or visual effects.

￮ Given to radio and television stations, which are required by the Federal Communications Commission (FCC) to serve “in the public interest.” Most stations use PSAs as one of the ways they meet this require-ment.

Watch Antipiracy PSA, produced by United States Immigration and Customs Enforcement. Note: Some schools may block access to YouTube and Vimeo on campus. In these cases, teachers may provide students with this link to view at home or at a public library. ￮ Ask:

￮ What’s the message?

￮ Is it effective? Why?

￮ How did it make you feel?

￮ What human emotion does it trigger?

￮ Would it have the same impact on everyone? Explain.

￮ Did it make you re-think your own behavior? Explain.

Content:

Review responses to the Digital Moviemaking True or False worksheet (Supplement 1). Review Antibullying PSA Assignment (Supplement 3).

Check for Understanding:

What makes a PSA effective?

5

LESSON PLAN (CONT.):

Film a Public Service Announcement

digitalliteracy.rosendigital.com 5

Modeling:

Have students evaluate three student-created anti-bullying PSAs using Peer Review PSA Feedback (Supplement 5). Note: Some schools may block access to YouTube and Vimeo on campus. In these cases, teachers may provide students with these links to view at home or at a public library. ￮ Who Am I ￮ PSA Announcement for English ￮ Bullying Hurts

Note: It is fair to ask students to be critical. The message in Who Am I is a little ambiguous, and all three use entire pieces of copyright-protected music.)

Guided Practice:

Working in groups, students should use the following Rosen Digital database articles as reference resources: ￮ Digital Moviemaking ￮ All About Cyberbullying ￮ Digital Etiquette ￮ All About Social Networking

Students should then complete their Storyboard (Supplement 4) and plan their workflow (table in Antibullying PSA Assignment [Supplement 3]).

Independent Practice (Homework):

￮ Complete the Film a Public Service Announcement checklist for your individual responsibilities in the multimedia presentation group work.

Closure:

￮ What have you learned about creating a PSA video? ￮ What do you still need to learn?

Follow-up Activities:

￮ Students will screen a rough-cut of their PSA to the class. Students in class will peer-review each PSA us-ing Peer Review PSA Feedback (Supplement 5). Students will then revise their rough-cut before publishing their PSA videos online.

￮ Students can share their finished videos at a school-wide assembly, if feasible.